problem solving cards teacher handbook
TRANSCRIPT
WHAT WOULD YOU DO?
WHAT WOULD THEY DO?
© LEARN 2005
PROBLEM SOLVING CARDS:TEACHER HANDBOOK
Credits
Editor in chief:
Michel Lafontaine
Project Coordinator:
Stephanie Vucko
Instructional Design:
Josie Salvatore
Subject-Matter Expert Review:
Karen Rye
Linguistic review:
David Mitchell
Graphic Design:
Maryse Boutin - Turbine graphique
Edits:
Doris Kerec
Suggestions forUsing the Cardsin your Classroom
4 | © LEARN 2005
Table of Contents
Problem Solving Activity 1
5 7
Activity 2
11
Activity 3
12
Activity 4 Activity 5
15 16
Activity 6
19
Activity 7
21
Activity 8 Activity 9
24 25
Activity 10
28
Overview: Usingthe Problem
Solving Cardsto Develop
Cross-CurricularCompetencies
30
© LEARN 2005 | 5
INSTRUCTIONSfor using the Problem Solving Cards
CHARACTER IDEAS
Work out the problem bytaking on the role of:
YourselfStudent your age
BullyFriendParentSister
BrotherAuntUncleCousin
NeighbourOlder person
TeacherHero/heroine
StrangerVideo-game character
TV character
Problem Solving
Description
This resource provides suggestions for using the Problem Solving Cards in yourclassroom. Each activity has instructions, links to the QEP (Broad Areas ofLearning and Cross Curricular Competencies), and teacher tools. The links tothe QEP are broken down to show how a student is developing in a competencyand how a teacher can support this learning through outlining the teacher’s role.
In small groups, take a moment to read theproblem situation on the back of a card.
One team member must think of a way ofsolving the problem. Other team membersbecome additional characters as needed.
Act out the problem solving.
A second team member must now thinkof an opposite way to solve the problem.Other team members become additionalcharacters as needed.
Act out the problem solving from this newpoint of view.
Discuss the similarities and differences,pros and cons of how your characterssolved their problems.
6 | © LEARN 2005
Tools:
1. Plan Sheet
2. Storyboard
3. Fable Outline
Instructions:
Read a variety of fables with the students, e.g. Lion and theMouse, The Tortoise and the Hare, etc. As this activity will takemany classes, there will be opportunities to complete mini lessons on quotation marks, narration, character and plotdevelopment.
1. The students form groups of three or four. They will discussand decide on the number of characters, which animals willrepresent the characters, and what the moral of the fable is.Tool #1 (Plan sheet) can be used as a guideline.
2. The students sketch out the main events of their fable. This way they have a storyboard in order to helpthem write out the play. It should be emphasized that this is only a sketch; the images don’t need a lotof detail, color, etc. Tool #2 can be used as a guideline.
3. Now that an outline of the fable is complete, the groups decide how to finish the rest of the task, e.g.one pair creates the puppets, one pair writes the script for the play, etc. Tool #3 can be used to helpwith the writing of the play.
4. Allow opportunities for the students to rehearse their script. Discuss the use of different voices to portraycharacters.
5. Students dramatize their fable through a puppet show.
Activity 1: Writing a Fable
Cards:
Things are Looking Foggy
Hurting Feelings
Copy-Paste
Book Report Duplicate
Broad Areas of Learning
• Health and Well-Being
• Media Literacy
Cross Curricular Competencies
Intellectual Competencies• To use information• To use creativity
Methodological Competencies• To adopt effective work methods
Personal and Social Competencies• To cooperate with others
Communication-Related Competency• To communicate appropriately
Small groups
© LEARN 2005 | 7
Activity 1 Tool 1 Plan Sheet
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Group members:
Date:
What animals will represent the characters in your fable? example:
What is the moral of your fable?
How will your group divide the work?
Turtle
Things to do: Materials needed Initials
Who isresponsible?
Check whencompleted
65
4
8 | © LEARN 2005
Activity 1 Tool 2 Storyboard
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Date
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© LEARN 2005 | 9
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Activity 1 Tool 3 Fable Outline
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10 | © LEARN 2005
Activity 2: Creating Your Own Problem
Tools:
1. None Required
Instructions:
1. After having dramatized many different problem solving situations, discuss whether or not we encounter problemsonly as adults or as children as well. Ask the students toreflect on something that is bothering them or has botheredthem in the past. It could be something from home, schoolor with friends.
2. Students are asked to write about this problem.
3. Ask the students if they are willing to share their problemas a problem card activity to be used in class. Assure them that their anonymity would be respected.
4. Ask volunteers to type their problem and use it in the next class.
Cards:
Create Your Own Scenario
Broad Areas of Learning
• Health and Well-Being
• Personal and CareerPlanning
Cross Curricular Competencies
Personal and Social Competencies• To construct his/her identity
Communication-Related Competency• To communicate appropriately
Individual
© LEARN 2005 | 11
Activity 3: Recognizing Your Strengths
Tools:
1. Hero/Heroine Self Portrait
2. Venn Diagram
Instructions:
1. Discuss as a class, “What is a hero/heroine?”
2. Ask students to fill in Hero/Heroine Self-Portrait.
3. Choose a Problem card suggested and read it to the class.
4. Ask for volunteers to act out how their hero/heroine wouldsolve the problem.
5. In partners, discuss how you are the same and differentfrom your hero/heroine.
6. Ask students to complete the Venn Diagram.
Cards:
Lunch Time Lip
Problems at School
Big Trouble
Broad Areas of Learning
• Personal and CareerPlanning
Cross Curricular Competencies
Intellectual Competencies• To use information• To exercise critical judgment• To use creativity
Personal and Social Competencies• To construct his/her identity• To cooperate with others
Individual
12 | © LEARN 2005
Activity 3 Tool 1 Hero/Heroine Self Portrait
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© LEARN 2005 | 13
Activity 3 Tool 2 Venn Diagram 2
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14 | © LEARN 2005
Activity 4: Pass the Baton
Tools:
1. None Required
Instructions:
Encouraging students to be attentive listeners, as well aseffective communicators can begin with this simple exercise.There are two rules for this activity. The first rule is that ineach pair of students, only the one holding the baton mayspeak. Secondly, the time limit must be respected. A timerwould facilitate this activity but is not necessary. Please notethat any item can be used instead of a baton for example,scarf, Popsicle stick, etc.
1. Have the students form groups of two.
2. Choose one of the problem solving cards listed above andread it to the whole class.
3. Student A (holding the baton) is given 4 minutes to share asimilar situation they were in or experienced through someone else and how they handled the problem.
4. When the time is up, student B is given the baton. He/shehas 2 minutes to share his/her thoughts on Student A’sproblem and how it was handled.
Cards:
Take That!
Bedtime Problems
Birthday Blues
Yikes! I Lost it!
Movie Problems
Broad Areas of Learning
• Health and Well-Being
• Citizenship and CommunityLife
Cross Curricular Competencies
Methodological Competencies• To adopt effective work methods
Personal and Social Competencies• To construct his/her identity• To cooperate with others
Communication-Related Competency• To communicate appropriately
Partner Work
© LEARN 2005 | 15
Activity 5: Advice Column
Tools:
1. Character Idea Cards
2. Advice Column Letter
Instructions:
1. Choose a problem and read it to the class. Allow students,in small groups of three to four, to discuss the problem forapproximately five minutes.
2. Give each member of the group a card with a character onit such as the ones on the Character Idea Card e.g., parent,teacher, student, t.v. character, etc.
3. Students take a few minutes to think about their character.Afterwards they take turns offering advice on how to handlethe problem as the character.
4. Discuss advice columns as a whole class. Has anyoneheard of them before? Where can they be found? Have afew samples for students to look at. Discuss the structuresand features e.g. “Dear Confused”.
5. Ask each student to write back a response in the style of anadvice columnist to the problem as the character theyrole-played earlier.
Cards:
One Little Wrapper
But, I Need It!
Shopping Spree
Decisions, Decisions
Broad Areas of Learning
• Health and Well-Being
• Environmental Awarenessand Consumer Rights andResponsibilities
• Media Literacy
Cross Curricular Competencies
Intellectual Competencies• To use information• To solve problems• To exercise critical judgment• To use creativity
Methodological Competencies• To adopt effective work methods
Personal and Social Competencies• To construct his/her identity• To cooperate with others
Communication-Related Competency• To communicate appropriately
Individual andsmall group
16 | © LEARN 2005
Activity 5 Tool 1 Character Idea Cards
Musician
Student your age
Parent
Aunt / Uncle
Cousin
Older person
Hero / heroine
Video game character
Other
Yourself
Bully
Friend
Sister / Brother
Neighbour
Teacher
Stranger
TV character
Other
Cut out character idea cards !
© LEARN 2005 | 17
Activity 5 Tool 2 Advice Column Letter
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Dear ,
,
Name Date:
18 | © LEARN 2005
Activity 6: Weighing Both Sides
Tools:
1. Pros and Cons
Instructions:
1. Ask the students to discuss the problem as if it weresomething they were going through at the moment. Discussthe main issue, e.g. should I keep my friend’s secret, is itokay to do something I know is wrong if I know I won’t getcaught, etc.
2. Ask the students to brainstorm and record the pros andcons of the issue with his/her partner. Pros and cons sheetcan be used here.
3. As a class, ask the students to share an item from both thepros and the cons side. Make a class chart. Discuss similarthemes, which came up regardless of the problem cardworked on. For example, wanting to fit in, fear ofconsequences,
Cards:
Shopping Spree
Big Trouble
Movie Problems
Book Report Duplicate
Copy-Paste
Things are Looking Foggy
One Little Wrapper
Partner Work
Broad Areas of Learning
• Health and Well-Being
• Personal and CareerPlanning
• Citizenship and CommunityLife
Cross Curricular Competencies
Intellectual Competencies• To use information• To exercise critical judgment
Methodological Competencies• To adopt effective work methods
Personal and Social Competencies• To construct his/her identity
Communication-Related Competency• To communicate appropriately
Partners andwhole class
© LEARN 2005 | 19
Activity 6 Tool 1 Pros and Cons
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20 | © LEARN 2005
Activity 7: Stick to the Plan
Tools:
1. Placemat Group Discussion
2. Ranking Tool
Instructions:
1. Using the Placemat, each student is asked and given onlytwo minutes to brainstorm and record the answer to thefollowing question; what qualities does a good partner orgroup member have? Each student records his/her answeron the part of the placemat facing him/her. This is a quietactivity.
2. Within the group, each student reads his/her items listed.All the items that are similar to the one read out loud arecircled in the same color by the rest of the group members.
3. Students discuss the colored items and put them into anorder of importance on Ranking Tool.
4. The group members then discuss how these items can beachieved. For example, how do we encourage each otherto stay on task, how do we distribute tasks so that theworkload is shared equally, etc.
5. Students create a sheet for group members to use whenworking with a partner or in-groups, which encouragescollaboration. This can be created on computer to facilitateits use later.
Cards:
Partner Work
Hurting Feelings
Copy-Paste
Broad Areas of Learning
• Health and Well-Being
• Personal and CareerPlanning
• Media Literacy
• Citizenship and CommunityLife
Cross Curricular Competencies
Intellectual Competencies• To solve problems
Methodological Competencies• To adopt effective work methods• To use information and communications
technologies (ICT)
Personal and Social Competencies• To cooperate with others
Communication-Related Competency• To communicate appropriately
Small groups
© LEARN 2005 | 21
Activity 7 Tool 1 Placemat Group Discussion
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22 | © LEARN 2005
Activity 7 Tool 2 Ranking Tool
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Group members Date:
GROUP SUMMARY
© LEARN 2005 | 23
Activity 8: Wants vs Needs
Tools:
1. None Required
Instructions:
1. Show the class some recent and outdated fad items yourstudents will recognize e.g., Pokemon, Teletubbies,Spongebob Square Pants, etc.
2. Discuss wants and needs. Here are some questions thatmay help lead the discussion. Was there ever a time thatyou wanted these items? Why did you want them? Does aSpongebob Square Pants copybook, watch, marker, etc.work better than an ordinary one? Is there a pricedifference between a regular pencil and a Spiderman one?Who makes these items? Why? Are these items necessary?Name something you need to survive. Why do people buyBart Simpson erasers if regular ones are less expensive andwork just as well? How do we decide whether an item isworth it or not? How do commercials influence us? Whattricks do advertisers use?
3. Ask students to create a new fad product based on apopular series of books. The product must appeal to itsintended audience.
4. Discuss the elements of a product such as its size, purpose,intended audience, and cost.
Cards:
But I Need It!
Broad Areas of Learning
• Health and Well-Being
• Environmental Awarenessand Consumer Rights andResponsibilities
• Media Literacy
• Citizenship and CommunityLife
Cross Curricular Competencies
Intellectual Competencies• To exercise critical judgment• To use creativity
Personal and Social Competencies• To construct his/her identity• To cooperate with others
Communication-Related Competency• To communicate appropriately
Whole classand
small group
24 | © LEARN 2005
ACTIVITY 9: OPINION POLL
Tools:
1. Tally Sheet
2. Bar Graph
Instructions:
1. In small groups, brainstorm two possible solutions for theproblem selected.
2. Create a skit for each solution.
3. Create a tally sheet and a voting sheet whereby studentscan vote which solution they think is better. The rest ofthe class can vote as well as other classes willing toparticipate. Encourage other teachers and theadministration to vote as well. If you wish to save time, youcan use the tally sheet provided for you. However, allowingthe students to create their own will help them learn to planand think through the process.
3. Students now must represent their findings in a bar graphor pie chart. If graphing has not been covered in math, amini lesson would be required here. Allowing the studentsto build their graph using a computer is a great way tointegrate ICT. Building a pie chart would be easier oncomputer.
4. Display findings in order for voters to see the result of theiropinion poll.
Cards:
Bedtime Problems
Big Trouble
Birthday Blues
Book Report Duplicate
But, I Need It!
Copy-Paste
Create Your Own Scenario
Decisions, Decisions
Hurting Feelings
Lunch Time Lip
Movie Problems
One Little Wrapper
Partner Work
Problems at School
Shopping Spree
Take That!
Things are Looking Foggy
Yikes! I Lost it!
Broad Areas of Learning
• Health and Well-Being
• Environmental Awarenessand Consumer Rights andResponsibilities
• Media Literacy
• Citizenship and CommunityLife
Cross Curricular Competencies
Intellectual Competencies• To use information• To solve problems• To exercise critical judgment• To use creativity
Methodological Competencies• To adopt effective work methods• To use information and communications
technologies (ICT)
Personal and Social Competencies• To cooperate with others
Communication-Related Competency• To communicate appropriately
Small groups
© LEARN 2005 | 25
Activity 9 Tool 1 Tally Sheet
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Solution 1:
Total: ______________
Solution 1:
Total: ______________
Name Date:
26 | © LEARN 2005
Activity 9 Tool 2 Bar Graph
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Use the information on your tally sheet to help you fill in the bar graph.
Solution 1 Solution 2
Name Date:
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29
28
27
26
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© LEARN 2005 | 27
Activity 10: Pollution Solution Games
Tools:
1. Project Timeline
Instructions:
1. As a whole class discuss how each person is capable insmall ways to reduce pollution. Make a class chart of allthe different ways the students mentioned. Tell the studentsthat they are going to help the environment by creatinggames that will help educate the kindergarten class.
2. Discuss what they think they know about their audience(kindergarten). Decide if further research is needed e.g.,library visit for information on children aged 5-6, a visit tothe kindergarten class, an interview with the kindergartenteacher, etc. Have the students brainstorm ideas in smallgroups on what type of game to create. The students must keep in mind their audience. (Should they useone die or a set of dice? How high can the children count? Can the children read?)
The students choose a game to create from the list they brainstormed. The students will make a list ofmaterials they will need and a timeline. The tool sheet can be used here.
5. Students create game.
6. Students will explain the rules to the children and demonstrate it for the kindergarten class. They willthen encourage the kindergarten class to join in playing and monitor it to ensure the students are follow-ing the rules and enjoying themselves.
7. After implementing the game, they will discuss what worked well, what elements need to be changedand how the kindergarten students reacted.
Cards:
One Little Wrapper
Broad Areas of Learning
• Health and Well-Being
• Environmental Awarenessand Consumer Rights andResponsibilities
• Media Literacy
• Citizenship and CommunityLife
Cross Curricular Competencies
Intellectual Competencies• To use information• To solve problems• To exercise critical judgment• To use creativity
Methodological Competencies• To adopt effective work methods
Personal and Social Competencies• To cooperate with others
Small groups
28 | © LEARN 2005
Activity 10 Tool 1 Project Timeline
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© LEARN 2005 | 29
Overview
30 | © LEARN 2005
To gather information.• To select appropriate information
sources.• To compare information from differ-
ent sources.• To make connections between what
they already know and new informa-tion.
• To distinguish between essential andsecondary information.
To recognize various informationsources. • To explore various sources and
understand the use of each.• To question information sources.
To put information to use. • To imagine possible uses. • To formulate questions. • To answer his/her questions using the
information gathered. • To consider new uses. • To respect copyright. • To use the information in new con-
texts.
To analyze the components of asituational problem. • To identify the context and the main
elements of the situational problemand to make connections amongthem.
• To recognize similarities to situationalproblems solved previously.
To formulate possible solutions.• To list and classify possible solutions.
• To consider the appropriateness ofeach solution.
• To consider its requirements and con-sequences.
• To imagine the situational problemsolved.
To test a solution. • To choose a possible solution, apply
it and evaluate its effectiveness. • To choose and test another possible
solution if necessary.
To adopt a flexible approach. • To redo the preceding steps in the
same or a different order as manytimes as necessary in order to solvethe problem.
To evaluate the procedure used. • To review the steps taken. • To identify successful strategies and
analyze the difficulties encountered.
Overview: Using the Problem Solving Cards
Intellectual Competencies
The student is learning: To Use Information
The student is learning: To Solve Problems
To form an opinion. • To define the question under consid-
eration. • To weigh the logical, ethical or aes-
thetic issues involved. • To go back to the facts, verify their
accuracy and contextualize them. • To look at various options and con-
sider existing or possible points ofview.
• To base his/her opinion on logical,ethical or aesthetic criteria.
• To adopt a position.
To express his/her judgment. • To articulate and communicate
his/her viewpoint. • To justify his/her position with rea-
sons and arguments.
To qualify his/her judgment. • To compare his/her opinion with
those of others. • To reconsider his/her position. • To evaluate the respective influence
of reason and emotion on his/herapproach.
• To recognize his/her biases.• To repeat the whole exercise if nec-
essary.
The student is learning: To exercise critical judgment
© LEARN 2005 | 31
to Develop Cross-Curricular Competencies
1. Selecting texts various sources e.g. library, class, maga-zines, newspaper, etc.
2. Familiarizing themselves with different forms of writing bybrainstorming similarities within the genre.
3. Using information in a text in another context. E.g. usingknowledge of a character in a book to interpret howhe/she would solve a problem.
While…
To provide students with a variety of samples of the genrebeing explore e.g. advice columns, fables, etc.
Structure small group activities and discussions to guidestudents into making discoveries about a specific genre.
Teach mini lessons, which will facilitate the project. Forexample, letter salutations for advice columns, quotationsfor fables, etc.
Role of Teacher
Discussing the problem.
Considering others opinions but not necessarily changinghis/her own opinion.
Creating a plan to help organize a task and budget time.
Adjusting his/her plan while working on a task.
While…
Circulating around the class in order to listen to eachgroup's discussion for a few minutes at a time.Offering guidance when a group is at an impasse, off task,argumentative, etc.
Helping the groups keep track of time by writing minutesleft on the board or giving verbal cues every so often.
Role of Teacher
Responding to other's opinions in a positive way, e.g. restat-ing a group member's opinion using different words wouldshow that he/she understood the speaker.
Speaking clearly and to the point when communicating anopinion.
Supporting his/her point of view by offering reasons andfacts.
While…
Creating a safe environment for students to share.
Encouraging students to explain why and how they arrive atan opinion or solution.
Role of Teacher
32 | © LEARN 2005
To analyze the task to be performed. • To espouse the objective. • To understand the instructions and
visualize the elements of the task. • To understand the context of the
task.
To begin the process. • To reflect, before and during the
action, on the best way to attain theobjective.
• To adapt his/her work method to thetask and the context.
• To anticipate the requirements of themethod chosen and the resourcesthat will be needed.
• To use his/her imagination.
To perform the task. • To make use of the appropriate
resources: people, materials, etc. • To manage his/her materials and
time and to adjust his/her actions asrequired.
• To complete the task.
• To discover the pleasure and satis-faction of work completed and welldone.
To analyze his/her procedure. • To examine the procedure used
throughout the task.• To understand what was effective
and what worked less well. • To draw conclusions.
To master the information and commu-nications technologies. • To be familiar with the purposes, con-
cepts, vocabulary, procedures andtechniques of ICT.
• To recognize familiar concepts in anew context.
• To explore new functions of softwareprograms and operating systems.
To use information and communica-tions technologies to carry out a task. • To explore the potential of ICT for a
given task. • To choose software programs and
functions appropriate for the task. • To use appropriate wor¬king and
troubleshooting strategies.
To evaluate his/her use of informationand communications technologies.• To recognize his/her successes and
difficulties. • To identify the limitations of the tech-
nology employed in a given situation. • To identify ways to improve his/her
use of ICT.
Overview: Using the Problem Solving Cards
Methodological Competencies
Intellectual Competencies (suite)
The student is learning: To adopt effective work methods
The student is learning: To use (ICT)
To become familiar with all the ele-ments of a situation.
• To define the objective, recognize theissues involved and envisage the out-come.
To imagine ways of proceeding. • To imagine various ways to attain the
objective. • To express his/her ideas in new ways.
To begin the procedure. • To become actively involved in the
process. • To accept risks and unknowns. • To persevere in exploring. • To recognize possible or partial solu-
tions.• To be receptive to new ideas and
ways of doing things.
To adopt a flexible mode of operation. • To go through the whole process, in
the same or a different order, asmany times as necessary in order toattain his/her objective.
• To try out new ideas. • To choose new strategies and tech-
niques.
The student is learning: To Use Creativity
© LEARN 2005 | 33
to Develop Cross-Curricular Competencies
The student participates in discussions or brainstorming ses-sions.
The students are asked in many different instances to planout their activity e.g., using a timeline, writing a list of mate-rials needed, sketching a storyboard, etc.
The students are asked to set their plan in motion and areresponsible for doing so on time.
Students are responsible for adjusting their timeline or planaccording problems or time underestimated to complete atask.
While…
The teacher is responsible for providing clear guidelines forthe task.
The teacher should provide sheets to help the studentsmonitor their task until they are ready to create them onthere own.
The teacher should monitor the progress of the groups byreferring to the student's plans and timeline. As well asscheduling conferences to make sure what is written is fea-sible and realistic.
Role of Teacher
The students are given the option to research, word process,and create on the computer.
While…
Provide mini lessons on specific lessons such as creating apie chart, etc.
Allow the students time to work on their task on computer.
Role of Teacher
Writing/sketching a plan for each task. e.g. sketching out astoryboard before writing a fable.
Creating a method to improve group work dynamics.
While…
Providing tools which help break down a large activity yetdoes not hinder envisioned out come of the student.
Role of Teacher
Communication-Related Competency
34 | © LEARN 2005
To interact with an open mind invarious contexts. • To accept others as they are. • To be responsive to others and rec-
ognize their interests and needs. • To exchange points of view with
others, to listen and be open todifferences.
• To adapt his/her behaviour.
To contribute to team efforts. • To participate actively in classroom
and school activities with a coopera-tive attitude.
• To plan and carry out a task withothers.
• To carry out the task according to theprocedure agreed on by the team.
To use teamwork effectively. • To recognize which tasks can be
done more effectively by means ofteamwork.
• To assess his/her participation andthat of peers in the team's work.
• To identify factors that facilitated orhindered cooperation.
• To identify desirable improvementsfor his/her participation in the nextshared task.
Overview: Using the Problem Solving Cards
The student is learning: To cooperate with others
To establish the purpose of thecommunication. • To consider the purpose of the com-
munication and identify the recipi-ents.
• To explore ideas related to the situa-tion.
To select the mode of communication. • To select one or more appropriate
modes of communication, bearing inmind the purpose, the context andthe intended recipients.
To carry out the communication.• To observe the appropriate conven-
tions for the mode of communicationused.
• To adapt the communication on thebasis of the reactions of the recipi-ents.
• To recognize the strategies usedthroughout the process.
The student is learning: To communicate appropriately
To be open to his/her surroundings.• To react to facts, situations or events. • To identify his/her perceptions,
feelings, and thoughts concerningthese phenomena.
• To realize that other people's opi-nions influence his/her reactions.
• To expand his/her cultural horizonsby means of discussions, reading andexposure to a variety of media works.
• To be receptive to the moral and spi-ritual frame of reference of his/hercommunity.
To become aware of his/her placeamong others. • To recognize his/her values and
goals. • To have confidence in himself/herself. • To define his/her opinions and choi-
ces. • To recognize that he/she is part of a
community. • To be open to cultural and ethnic
diversity.
To make good use of his/her personalresources. • To use his/her strengths and over-
come his/her limitations. • To assess the quality and appropri-
ateness of his/her choices of actions. • To display increasing autonomy and
independence.
Personal & Social Competencies
The student is learning: To construct his/her identity
© LEARN 2005 | 35
to Develop Cross-Curricular Competencies
The student participates in the planning of each task bybrainstorming, listening to others, offering on ideas, andnegotiating role and task in the group.
The student acts in a way that encourages sharing and isrespectful towards all members of his/her group.
The student chooses tasks that reflect his/her strengths foreach activity.
While…
The teacher gives each student opportunities to work withdifferent groups of students.
The teacher models respectful team collaboration. Theteacher points out good collaboration and group compro-mise.
Role of Teacher
Listening and restating other's message in own words.
Keeping own message clear and to the point.
Adjusting the message according to the audience.
Weighing other opinions by considering the pros and cons.
Writing in a different point of view.
Creating a product that will suit its intended audience.
Using facial expressions, gestures, etc. that will enhancemessage communicated during role-play.
While…
Encourage various forms of communicating: plays, journals,letters, discussion, etc.
Create a safe environment for sharing ideas, opinions, etc.
Role of Teacher
Students listen to each other and consider each student'ssuggestions.
The students recognize the value of brainstorming becauseit offers suggestions from each student's personal back-ground.
The student shows a sense of responsibility by doing his/herfair share of the work.
While…
To encourage respect for each student by pointing outsituations during group work that show students beingconsiderate of each other.
Role of Teacher
© LEARN 2005